LOGIC-Minimiser

Boolean algebra, minimization of Boolean expressions, and logic gates are often included as subjects in electronics, computer science, information technology, and engineering courses as computer hardware and digital systems are a fundamental component of IT systems today. We believe that students learn minimization of Boolean expressions better if they are given interactive practical learning activities that illustrate theoretical concepts. This chapter describes the development and use of a software tool (named LOGIC-Minimiser) as an aid to enhance teaching and learning minimization of Boolean expressions.

A Practical Introduction to Serial Protocals

This chapter discusses how addressing information, control information, and data are encapsulated in a serial packet or frame. It shows the bit-level detail of an IEEE 802.3 Ethernet frame, an IP packet, and a TCP packet and shows how these protocols are used to create a sample protocol stack. The GNU-licensed and Windows-based application Packetyzer is used to explore a sample TCP/IP packet contained in an Ethernet frame. Once the student has studied the material of this chapter and has completed the hands-on experiment, he or she will have the skills to examine any packet or frame and, using the description of its protocol, extract the details of the message.

WebLan-Designer

It is somewhat difficult to motivate students to learn both wired and wireless local area network design because students find the subject technical, dry when delivered in class, and rather boring. This chapter introduces the case of a Web-based tool for class demonstration as well as modelling LAN design. The background of the case is presented and is followed by a review of some existing tools for network simulation and modelling. After introducing the learning theories and concepts (e.g., experiential learning and constructivism) relevant to the tools’ pedagogical value, the chapter describes the architecture and components of WebLan-Designer. The main benefits of using WebLan-Designer are discussed in the light of educational theories, and their validation is supported by a summary of comments received. The chapter concludes with remarks on the strengths and weaknesses of WebLan-Designer and its future development.

Assistant Tool for Instructors Teaching Computer Hardware with the PBL Theory

Students often get a good score in written exams but fail to apply their knowledge when trying to solve real-world problems. This is applies particularly to computer hardware courses in which students are required to learn and memorize many key terms and definitions. Also, teachers often find it difficult to gauge students’ progress when teaching computer hardware fundamentals. These problems are related to the learning process, so it is necessary to find an appropriate instructional model to overcome these problems. This chapter describes a Web-based tool called the assistant tool, which is based on problem-based learning (PBL) theory and not only assists instructors in teaching computer hardware fundamentals but also overcomes the above-mentioned problems.

A Practical Introduction to Input and Output Ports

This chapter discusses how microprocessors interact with devices. It takes the student from the basics of input and output, through the design of the interface between a processor and an external device, and concludes with a discussion of how to improve the performance of the I/O interface using interrupts. The PC parallel port is examined to give the student a chance to apply these concepts in hardware and software. Once the student has studied the material of this chapter and completed the hands-on experiments, they will be prepared to begin a study of how device drivers work within the context of an operating system.

Ethereal

Learning the nature of data communication and networks requires understanding of how a theoretical protocol is implemented as actual communication. Taking ARP as a simple example, it is one thing to be able to understand its purpose and operation from readings and lectures. It is another thing entirely to be able to identify the actual ARP traffic from a sample of packets, identify any unusual behavior, and perform troubleshooting activities based on previous practical experience. A theoretical understanding may be enough to describe a particular aspect of networking, perhaps even enough to pass an exam. Practical knowledge, however, shows a deeper understanding that comes from actual experience with the protocol, beyond that of reading and discussion. One issue for educators in the field of networking is the problem of giving the students an “up close and personal” interaction with protocols that are so heavily immersed in theory. How do we make the theoretical protocol a more concrete reality for the students?

Teaching Protocaols through Animation

Communication protocols are essential components of computer and data communication networks. Therefore, it is important that students grasp these concepts and become familiar with widely used protocols. Unfortunately, communication protocols can be complex and their behavior difficult to understand. In order to learn about protocols, a student therefore needs a more controlled and constrained environment. This chapter describes the development and use of a protocol animator for teaching and learning communication protocols.

Effectively Using a Network Simulation Tool to Enhance Student's Understanding of Computer Networking Concepts

This chapter discusses the effective use of a simulation tool in the teaching of data communication concepts. Because such concepts can be abstract and therefore difficult to visualise and understand, simulation can help facilitate learning. In looking to develop a structured approach to optimally utilising a network simulator in teaching networking concepts, a series of targeted exercises were developed. These applied the principles of active learning to the use of the simulator in practical exercises to encourage independent and analytical processes and facilitate deeper learning. The background to this, as well as the design and implementation of the exercises, is presented. Similarly, the features of an appropriate network simulator that can be effectively used in this context are discussed, and a brief overview of the simulation tool used, Packet Tracer, is given. To illustrate the methodology, examples are provided from the actual exercises given to students. The system was also evaluated through an experiment that measured the improvement in understanding of a particular topic, switched networks, after students participated in a practical on this topic using the exercises discussed. A clear increase in understanding was shown. The incorporation of the simulator in developing case studies to progressively integrate concepts learned as an ongoing, practical exercise is also presented. In addition, the use of simulation to learn troubleshooting skills and strategies by employing a simulated network containing deliberately created errors that need to be resolved is discussed.

Vmware as a Practical Learning Tool

Providing a dedicated lab to each group of students in order to gain hands-on learning experience is not always possible due to budget and space constraints. For example, in one class of 20 students, each student requires at least three computers with each computer capable of running three operating systems, such as UNIX, Linux, and Windows Server 2003. This requires a large computer laboratory with 60 computers in total. In addition, it is difficult to manage the laboratory to accommodate students from other classes. For example, once one class leaves the laboratory, another class of 20 students needs to start immediately with each person configuring Windows Server 2003 Active Directory on four computers. This requires another large computer laboratory with 80 computers. This chapter presents VMware as a teaching and learning tool to overcome the problems mentioned above. Under VMware, students do not require administrative privileges on physical machines. Consequently, they have complete freedom to experiment within their own virtualised environments.

Enhancing Teaching and Learning Computer Hardware Fundamentals Using PIC-Based Projects

Computer hardware, number systems, CPU, memory and I/O (input/output) ports are topics often included in computer science, electronics, and engineering courses as fundamental concepts involved in computer hardware. We believe that students learn computer hardware fundamentals better if they are given practical learning exercises that illustrate theoretical concepts. However, only a limited range of material designed specifically to supplement the teaching of computer hardware concepts is publicly available (see http://sigcse.org/topics/, the SIGCSE Education Links page on the Special Interest Group on Computer Science Education Web site).